For this issue, we asked ASCL members to share their views on the interim report of the Curriculum and Assessment Review. Here's what they said...

Under review...

Promising start 

The Curriculum and Assessment Review is broadly welcomed, striking a promising balance between ambition and pragmatism. Its evolutionary approach is wise, but evolution must not become inertia. There is a space between revolution and reform where urgent action can still happen – and should. No one wants to throw the curriculum and assessment baby out with the bathwater, but the curriculum and assessment bathwater clearly needs changing. Stubborn attainment gaps, the rigidity of the English Baccalaureate (EBacc), and the need to integrate digital, artificial intelligence (AI) and climate education are all highlighted. These areas demand swifter attention if the review is to deliver real impact for students and teachers alike. 

Rich Atterton 
ASCL Honorary Secretary Assistant Headteacher of The Marlborough Science Academy, Hertfordshire 

Optimistic 

The review gives me optimism. Recognising that much of our curriculum does work well and is fit for purpose, this promises proportionate change. I admire the ambition that the curriculum should work well for everyone and that, currently, some learners are not well served. Similarly, the ambition to ensure that the assessment system captures the strengths of every young person and the breadth of the curriculum. Consideration of GCSE, A level and technical subjects and the role of the EBacc is being done intelligently. Finally, I am glad to see the recognition that excessive change could impact the workload of educators. Let’s hope this all leads to universally meaningful outcomes and better preparation for young people. 

Martin Blain 
Headteacher, Galleywall Primary School in Central London 

Breaking down barriers 

With over 7,000 responses, an army of educationalists have highlighted the macro and micro issues influencing our education system. Voices are being heard, but it won’t and can’t please everyone. Tensions and trade-offs are inevitable. 

Rightly acknowledging that the system is not working for all, it seeks to break down barriers to equip young people with the knowledge and skills to thrive. Has it gone far enough? Probably not, but the deep-rooted traditions of education in England mean we are never going to become Estonia overnight. Until a government sets out a clear ambition and vision for education it will be difficult to disentangle curriculum and assessment. 

Helen Wakefield 
Senior Deputy Headteacher, LiFE Multi Academy Trust 

Refreshing 

What is refreshing about the report is that it doesn’t promise another curriculum revolution because we've had enough of those. Broadly speaking, I welcome the report’s acknowledgement that while the current curriculum serves many children and young people well, there is a minority it doesn’t serve so well, that is, the forgotten third who fall further behind as time goes by and often leave school feeling demotivated as failures. All in all, this makes it that rarest of things, a government report that actually reflects what most teachers and school leaders really think and for that I am quite grateful. 

Carl Smith
Principal of Casterton College Rutland (CCR)

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